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Welcome to Retention and Success Change Programme Residential. Weetwood Hall, Leeds. 4-5 June 2013. Housekeeping. Fire procedure. Cloakrooms. Refreshments. Catering. Work spaces. Administration and staffing. Wifi code. . Introductions. Professor Liz Thomas, Academic Lead

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  • Fire procedure.
  • Cloakrooms.
  • Refreshments.
  • Catering.
  • Work spaces.
  • Administration and staffing.
  • Wifi code.
  • Professor Liz Thomas, Academic Lead
  • Dr Helen May, Academic Lead
  • Andrew Fleming, Academic Development Officer
  • Cathryn Stoddart, HEA
  • Denise Barrows, Paul Hamlyn Foundation (PHF)
  • Professor MantzYorke, PHF and HEA
  • Associate
  • Michael Hill, Action on Access and HEA
  • Associate
  • Professor Chris Hockings, HEA
  • Associate
objectives of the residential
Objectives of the residential
  • To undertake a review of your institutional context to identify the priorities for development for the core team.
  • To plan to address the underpinning strategic challenges to achieving effective change to policy and process at the institutional level.
  • To plan to evaluate the effectiveness of the institutional level changes.
objectives of the residential1
Objectives of the residential
  • To build the capacity of the core team to work with disciplines to align the themes of induction, active learning and co-curricula with the principles that underpin students’ engagement, belonging, retention and success.
  • To develop your approach to advising discipline teams on evaluation of impact the outcomes of interventions to align to the principles of the programme.
  • To share expertise, practice and resources across institutional teams.
day 1 programme
Day 1 Programme

11.00 Icebreaker

11.20 Recognising and exploring institutional cultures

12.15 Lunch

13.15 Defining your strategic priorities, action planning and evaluation

15.45 (Optional) Roundtable Discussions: Strategic issues and challenges

17.00 Poster session and ‘swap shop’

18.00 Free association

rules of engagement
‘Rules’ of engagement
  • Mutual respect, trust, support and encouragement
            • Remain open minded and non-judgemental.
  • Confidentiality
            • Work within ‘Chatham House Rule’.
  • Consent
            • Obtain permission prior to disclosure of data, materials or other information.
levels of working towards change
Levels of working towards change
  • The core team has to work at least two levels:
  • Strategic or institutional level
  • Discipline or programme level
  • In reality you may well be working at a range of other levels in order to make change happen.
  • During the residential we would like you to:
  • Be more specific about the facilitative changes you make at the strategic level.
  • Develop evaluation criteria for change at the strategic level.
  • Develop effective ways of working with discipline teams to support implementation and evaluation.
strategic enablers from the report
Strategic enablers from the report

The institutional commitment to a culture of belonging should be explicit.

Nurturing belonging and improving retention and success should be a priority for all staff.

Staff capacity to nurture a culture of belonging needs to be developed.

Student capacity to engage and belong must be developed.

Institutional data should be used to identify departments, programmes and modules with higher rates of withdrawal, non-progression and non-completion.

Systems to monitor student behaviourand take action when at-risk behaviour is observed.

Partnership with staff and students to implement change across the student lifecycle and throughout the institution.

further activities identified at visits
Further activities identified at visits
  • Developing staff belonging.
  • Training or developing staff to work in different ways.
  • Space for social integration: organisation and timetabling
  • Developing a retention framework or drafting a new learning and teaching strategy.
  • Implementing and embedding a strategy or framework in faculties across the institutions.
  • Developing a co-ordinated approach to induction, or personal tutoring or similar.
  • Presenting data in user-friendly formats.
  • Researching student engagement.
role of change managers
Role of change managers

Two key roles: ‘public performance’ and ‘backstage activity’.

The change agent has to support the ‘public performance’ of rationally considered and logically phrased and visibly participative change with ‘backstage activity’ in the recruitment and maintenance of support and in seeking and blocking resistance… ‘Backstaging is concerned with the exercise of ‘power skills’, with ‘intervening in political and cultural systems’, with influencing, negotiating and selling, and with ‘managing meaning’.

It is the combination of public performance and backstage activity that distinguish the role of change agent from that of the project manager.

what kind of change managers
What kind of change managers?

Techno-rational: change accomplished by planning and then managing its implementation.

Resource allocation: change achieved by allocating central resources, which leads to results.

Diffusionist: the provision and dissemination of clear messages, aligned to audience priorities provokes change.

Continuous quality improvement: an expectation of the continual enhancement of practice leads to change.

Complexity: aim to create the conditions for change, from which change occurs organically.

the role of the change programme
The role of the change programme
  • The two day programme includes time to think about
  • Priorities for change
  • Processes for change
  • Tools for change
  • Roles of the core team
  • Issues facing the team
  • Space for the team to work together
  • Learning from other teams and supporters
  • Use the time and opportunities to maximum benefit to move your change initiative forward. Think strategically and spread the team across the parallel sessions.
please remember to
Please remember to …
  • Put up your poster (if you haven't already) and nominate one team member to represent your institution for the ‘Swap Shop’ session at 17.00 pm.
  • Identify your strategic issues and challenges to progressing your initiative and sign up for a workshop if you wish to attend by 15.00pm today.
  • Think about topics associated with the functions of the core team you would like tomorrow 13.00pm.
  • Be prepared to submit your impact evaluation plans, as part of your plans to be submitted to the HEA by 31 July 2013 to change@heacademy.ac.uk.
icebreaker people bingo
Icebreaker - People Bingo
  • Professor Chris Hockings
people bingo
People Bingo!
  • The task is to find an individual in the room that matches each of the statements on your bingo sheet.
  • The Rules
  • The individual must sign their name against the statement that applies to them on the answer card.
  • Each statement must be signed by only one person
  • Each statement must be signed by a different individual
  • You may sign your own sheet once
  • Shout BINGO when you’ve got a full house!
objectives of this session
Objectives of this session
  • To help your team identify and express creatively the various cultures you will be working with during the programme.
  • To visually represent your vision for the work.
  • To reflect upon where this has come from, culture and progress to date and future vision.
  • To surface different understandings or perspectives within the core team.
  • To help overview what you are seeking to do to others.
  • To have fun.
background to rich pictures
Background to Rich Pictures
  • Rich pictures were originally developed as part of Soft Systems Methodology for gathering information about a complex situation and identifying multiple viewpoints.
  • The methodology was developed in 1960-70s by Peter Checkland and his students at Lancaster University.
  • Rich pictures were proposed at the beginning of the process and seen as an iterative process of understanding and refining that understanding.
  • Originally constructed by interviewing people.
visualising institutional cultures
Visualising Institutional Cultures




cultures picture
Cultures picture


Challenges and uncertainties













defining your strategic priorities action planning and evaluation
Defining your strategic priorities, action planning and evaluation
  • Andrew Fleming, Liz Thomas and Mike Hill
aims of the session
Aims of the session
  • This session will offer you a range of tools to help you…
      • understand your context for change
      • identify your needs and priorities
      • plan what you are going to do to achieve your goals
      • develop your approach to measuring the outcomes and impact of your change initative
cultural web
Cultural web
  • Culture is ‘the way we do things round here’ – it’s often invisible or taken for granted
  • The cultural web helps you map culture by focusing on the ‘artefacts’ of the institution:
  • stories
  • symbols
  • power structures
  • organisational structures
  • control systems
  • routines and rituals
cultural web1
Cultural web
  • Mapping culture can help you identify and understand barriers to change at institutional or departmental level
  • Is the strategy for change compatible with the culture?
  • Where do you need to focus your attention to achieve cultural change?
stakeholder engagement matrix
Stakeholder engagement matrix
  • A slightly different version of the ‘Power/Interest’ grid:
  • impact instead of power
  • engagement instead of interest
  • intended to be dynamic,
  • not static
  • Once you have mapped your stakeholders, use the stakeholder engagement plan to outline how you are going to increase their engagement
star diagram
Star diagram

A tool to identify areas for development against the outcomes of ‘What Works?’

Step 1: Rate ‘where you are now’ on a scale of 1 to 10

star diagram1
Star diagram

Priority for development

Step 2: Rate ‘where you need to be’, according to your own particular contexts and goals

force field analysis
Force field analysis
  • A tool for examining the factors for and against change:
  • Assess your current position – draw on horizontal line against a point on the scale
  • Identify the forces that will hinder progress (‘restraining forces’)
  • Identify the forces that will help progress (‘driving forces’)
  • Draw these forces as arrows pushing up or down on the horizontal line (the bigger the force, the bigger the arrow)
  • How can you maximise the driving forces and minimise the restraining forces?
force field analysis1
Force field analysis

Partnership between students and staff

Perceived staff-student divide

Full curriculum


Student experience committee

New SU President

theory of change
Theory of change
  • A theory of change defines the building blocks needed to achieve a long-term goal:
  • How do you expect your activities and outputs to lead to outcomes and impacts?
  • Are you doing the right activities?
  • What resources do you need? How you expect to realise a return on investment?
theory of change1
Theory of change

Change narrative

Return on investment

action planning
Action planning

Use the activity planning template

to help define your milestones and

deliverables, and schedule the

actions you need to undertake

to achieve them

Use the responsibility chart to analyse and define roles within the team for each activity

observations from visits
Observations from visits
  • We observed how each core team member displayed her or his own experience and involvement of strategic planning; operational experience; institutional resources, and partnership working.
  • We observed how core team members were understanding how as a team they could support discipline leads directly but also act as a facilitator as to how other “central departments” would need to support discipline leads, often in a more coordinated way than at present.


team roles
Team roles
  • Team Leader: own institutional role often crucial but also in terms of the programme has a good perspective of engagement of core team and discipline leads.
  • Senior Manager: aware of and involved in the development and implementation of high level strategies, reporting “up and down”.
  • Academic Lead: empathise with discipline leads and related to their challenges, requests and requirements.
  • Data Expert: provide expertise and understanding of requirements for a variety of evidence needs as the programme progresses.
  • Student Representative: provide insights and information and advice to discipline leads on spectrum across student engagement and insights as to how academic staff could partner with students to gain insights, and more effective buy-in and credibility.


an example
An example
  • The role on the Core Team of members with connections to the university’s Institute for Learning Enhancement/ Centre for Learning and Teaching/Centre for Excellence in Learning and Teaching/Centre for the Enhancement of Learning and Teaching etc.
  • Looks like a potentially crucial and significant relationship with discipline leads as can provide:
  • History of relationships with academic staff in delivering LTA interventions.
  • Insights across the university and appreciation of different discipline cultures.
  • Insight into perspectives of and pressures of experienced and new staff.


example continued
Example continued


  • Looks like a potentially crucial and significant relationship with discipline leads as can provide (continued):
  • Ability and role to support staff development as required by discipline team leads (themselves and colleagues).
  • Ability and role to relate to student experience and perspectives of effective interventions.
  • Ability and role to inform design of intervention (experience of best institutional and sector practice).
evaluation indicators and methods
Evaluation indicators and methods

Unintended consequences


smart indicators
SMART indicators
  • Specific – Key indicators need to be specific and to relate to the conditions the activity seeks to change
  • Measurable – Quantifiable indicators are preferred because they are precise, can be aggregated and allow further statistical analysis of the data. However, process indicators may be difficult to quantify, and qualitative indicators should also be used.
  • Attainable – The indicator (or information) must be attainable at reasonable cost using an appropriate collection method.
  • Relevant – Indicators should be relevant to the management information needs of the people who will use the data
  • Timely – Information on an indicator needs to be collected and reported at the right time to influence many management decisions.
    • )


what now
What now?
  • You have until 15.30 to work as a team on identifying priorities, action planning and developing your evaluation indicators and data collection methods; short break.
  • 15.45 optional round table discussions may include:
  • The collection and use of student data and learning analytics.
  • Maximisingstaff engagement across the institution.
  • Developing staff reward and recognition policies and processes.
  • Rolling out good practice across the institution.
  • Communicating with students to develop capacity and engagement.
  • Designing a pre-entry survey.
  • Other topics of your own choice.
  • Please identify topics and sign up for discussions by 15.00.


end of day reminders
End of Day Reminders
  • Clear tables – you will be seated in a different place tomorrow.
  • Please hand in any room keys – you will be given a different one tomorrow morning.
welcome to retention and success change programme residential day 2
Welcome to:Retention and Success Change Programme Residential – Day 2
  • Weetwood Hall, Leeds
  • 5 June 2013
  • Fire procedure.
  • Cloakrooms.
  • Refreshments and catering.
  • Work spaces.
  • Administration and staffing.
  • Sign up for a Wifi code as required.
  • Sign up for a taxi for close of event if you require one.
  • Consider the roles and processes of change agency
  • Clarify the causal relationships
  • Need for mutually reinforcing strategies at institutional and discipline levels
  • Building staff engagement alongside students’ engagement
  • A focus in the academic domain?
  • ‘Compliance to engagement to concordance’
  • Making the most of opportunities for collaboration
programme day 2
Programme Day 2

8.45 Welcome and overview of the day

9.00 Recipes for change

10.30 Team time

12.00 Lunch

13.00 (Optional) Moving forward – functions of the core team

14.00 Team Coaching and Feedback

15.30 Next steps

15.45 Close of residential

recipes for change
Recipes for Change
  • Dr Helen May
  • 5th June 2013
objectives of this session1
Objectives of this session
  • To reflect on the different considerations involved in the process of change
  • To learn from how others have brought about change
  • To stimulate discussion and thinking within your core team.
  • To reflect on how you are going to engage with others.
the process of change
The process of change …..
  • What change are we attempting to make?
  • Why are we making this change?
  • Who are we going to involve in achieving the change?
  • How do we get others onboard and respond to emerging challenges?
  • Next, how do we pass on responsibility for the change to others?
what setting the context1
What? Setting the context
  • If a news report was being prepared to summarise the rationale for your work, what would it say?
    • What are you trying to achieve?
    • What are your key messages?
    • Who will you be targeting as part of the change?
    • How will you convey your enthusiasm /commitment?
    • Who could you compare yourselves to?
    • How will your institution be different through the work you are doing?
why building an evidence base
Why? Building an evidence base
  • What ‘compelling’ evidence would you draw on to convince others that change is required?
  • What are the implications of not making the change?
w ho creating systemic change
Who? Creating systemic change
  • Create a stakeholder map showing:
    • All the stakeholder groups who you need to work with;
    • How the stakeholder groups are linked to one another;
    • The defined ‘change’ you require each group to make;
    • The skills or knowledge you assume (or need) them to have.
how responding creatively and flexibly1
How? Responding creatively and flexibly
  • What creative methods have you planned to use to engage others in the change?
  • Once the change is happening and stakeholders resources and capabilities get stretched, what flexibility do you have to respond creatively to emerging situations?
where next sustaining change
Where next? Sustaining change
  • How have you planned to pass on responsibility to others for the change?
  • At what point in the initiative do you plan to achieve this?
  • What do you plan to do to check that others are taking responsibility for the change?
learning from jamie
Learning from Jamie
  • Have a clear rationale for the change
  • Build an evidence base for the change
  • Work in partnership with a range of stakeholders
  • Respond creatively and flexibly
  • Pass on ownership and responsibility.
  • With thanks to Jamie Oliver:
  • Transforming school dinners
  • http://www.youtube.com/watch?v=NQSRsY8s3kM&feature=related
  • Jamie's school dinners clip part1/2
  • http://www.youtube.com/watch?v=kFkAszCA9dI&feature=related
  • Jamie’s school dinners clip part 2/2
  • http://www.youtube.com/watch?v=pkht3noIK0E&feature=related
  • Jamie's Ministry of Food | Hard Knocks | Channel 4
  • http://www.youtube.com/watch?v=tmqXxYs_ey4&feature=PlayList&p=F4E44067B4AD1DCD&index=2.
what next
What next?
  • 10.30 – 12.00 Team time.
  • Develop action and evaluation plans and to consider further how to implement change at institutional and discipline levels.
  • Identify any issues relating to your function as the ‘core team’. These will be collected in and reviewed over lunch, to inform the post lunch session.
  • 12.00 Lunch
  • 13.00Optionalopen space sessions: Moving forward – functions of the core team.
  • 14.00 Plenary: Team coaching and feedback
team coaching and feedback
Team Coaching and Feedback
  • 5th June 2013
  • Helen May
objectives of the session
Objectives of the session
  • To clarify individual roles and responsibilities to take forward your action plans.
  • To agree functionality within the team.
  • To identify intra-team dependencies and support for one another.
  • To receive and give feedback on work being taken forward.
team roles and responsibilities task
Team roles and responsibilities task
  • Using the team objectives/support template supplied, write your name on an aligned column and row, to create a team grid. Write your institution on the top.
  • On a post-it note, individually identify your individual roles and responsibilities to take this work forward, based on your action plan.
  • Add them to the template to populate the grid at a 45 degree angle through the middle.
  • On the team template, record how you will help support each of your team members to achieve their role and responsiblities.
team feedback groups
Team Feedback Groups
  • Use the prompt questions provided.
  • Return to the main room for 15.30.
prompt questions
Prompt questions
  • The questions cover key topics:
  • Focus;
  • Partnership with students;
  • Engagement of staff;
  • Evaluation
  • Dissemination
  • Sustainability.
next steps
Next Steps
  • Liz Thomas
immediate next steps
Immediate next steps
  • Work with your discipline leads to report on activity for 2012/13 and present action and evaluation plans for 2013/14-2014/5 by 31st July. You have a draft template. This will be revised with input from the Advisory Group and will be sent to institutions by mid June.
  • Let us have your reflections on the residential and ideas for final meeting, through the feedback survey which will remain open until 24th June.
  • Ensure the dates are in your diary for the progress meeting for 17 September 2013.
  • Contact your supporter with any specific queries.
  • Raise a purchase order and/or pay any outstanding invoices.
evaluation activities
Evaluation activities
  • Pre-entry survey (optional, by end of October each year)
  • Student engagement and belonging survey (by mid-November 2013 and by mid-June 2014 and 2015).
  • Institutional data (supplied by 1st February each year).
  • Institutional visit and/or interviews with staff – to be arranged at mutually convenient time in 2013/14 and 2014/15 with Action on Access.
  • Collection of student views on interventions – to be undertaken by the institution and included in interim reports (July 2014 and 2015) and final case study (December 2015).
working with discipline teams
Working with discipline teams
  • Ensure teams are going to be able to pilot a new intervention informed by What works findings in one of the areas of induction, active learning and teaching and co-curricular support.
  • Help discipline teams to develop evaluation indicators and methods of data collection, including but not limited to student perspectives.
  • Details of the discipline residentials will be available shortly; please ensure that each discipline team books on to an appropriate residential event.
  • Work with discipline teams to document activities and outcomes.
strategic level changes
Strategic level changes
  • During 2013/14 you should be continuing to implement strategic level changes and revising them in response to formal and informal feedback.
  • You should also be working with your discipline teams to address any other ‘strategic challenges’ that arise.
  • You should attend the follow up meeting which will take place in June 2014.
  • Interim report will need to be submitted by 31st July 2014.
  • Further activity, evaluation, meetings and reporting will take place in 2014/15.
  • Final case study and institutional data by December 2015.